Skkn cấp tỉnh some measures to create interest in learning english at the beginning of each lesson for students in class 3b at vinh thanh primary school, vinh loc district, thanh hoa province

For the above reasons, we have chosen the topic " Some measures to create interest in learning English at the beginning of each lesson for students in class 3B at Vinh Thanh primary scho

1.1 Reasons for choosing the topic

No one denies the importance of English language in the present time as aglobal language English nowadays has become more and more dominant aroundthe world and has been an indispensable means of communication English is alsoconsidered one of the official subjects and one of the three compulsory tests inthe junior and high school graduation exams Some schools take StandardEnglish as one of the conditions for students who want to graduate Therefore, theMinistry of Education and Training as well as other branches have paid specialattention to the issue of teaching and learning foreign languages

In recent years, teaching and learning English at primary level is considered

an important foundation that contributes to forming basic communication skills forstudents, helping them gain more knowledge and understanding, and apply themwhen they go to higher levels of education [4]

The content of the primary English program is designed based on the themeand communication purposes with interesting topics that are close to the daily life

of the students However, at this stage, the cognitive ability of primary schoolstudents is formed and developed based on specific thinking They do not have theability to grasp the language systematically and analyze the language consciously.Therefore, boredom and lack of concentration of the students can completelyhappen in the lesson Therefore, the teaching method of the teacher is the decisivefactor, the issue that is put first To have an effective English lesson, creatingexcitement for students when learning the lesson, the teacher must have creativeand attractive methods [1]

Along with the need to innovate teaching methods at all levels to improvethe quality of education today, teaching English to primary school students alsoneeds to have stronger innovations to promote the positivity, initiative andcreativity of learners, considering students as the subject of the teaching andlearning process and teachers as the organizers, guides and adjusters of students'learning activities Based on the experience of teaching English to primary schoolstudents in recent years, we have found that the best learning method for students

at this age is to learn the language through interactive activities (games, songs,role-playing, storytelling, puzzles, drawing ) For the above reasons, we have

chosen the topic " Some measures to create interest in learning English at the beginning of each lesson for students in class 3B at Vinh Thanh primary school." to provide some solutions that I have and will continue to apply to help

change the atmosphere in English lessons, make the lessons easier to understand,help students remember and absorb knowledge deeply.

1.2 Objectives of the study

The topic contributes to the innovation of teaching methods; teachers can

be proactive in guiding students to study in a positive and enthusiastic way ineach English lesson Students are more confident, cooperate more actively in thelearning process, and have the opportunity to express themselves, as well aspractice more listening and speaking skills This study also states the role andimportance of class activities to interest students in learning Ennglish

Research on the current situation of 3rd grade students in general and students inclass 3B in particular at Vinh Thanh Primary School and point out somemeasures and skills to help teachers and students perform well and effectively inteaching and learning process [5]

As a teacher of English, I truly believed that this study would be greatcontribution to my current teaching

1.3 Objects of the study

With a limitation of time and ability, this study only investigates thecurrent situation of the 3rd form students at Vinh Thanh Primary School inlearning English

The paper also studies some specific applications in organizing activities

to create excitement at the beginning of each lesson for students in Englishclasses through some learning activities to improve students' English learningability and promote students' positivity, initiative and creativity in Englishclasses

1.4 Methods of the study

To complete this study, I have had to conduct a variety of methods Hereare some of the main methods:

Research methodology reasoning: Collected references, books

and websites related to teaching English, and documents were analyzed in details

to form the theoretical background of this study

Research methodology practice: Exchange and discuss

the lessons with the colleagues, then draw experiences from those lessons

Experimental method: Teacher conducts to teach experimental lessons

with purposes of some specific requirements, combine some effective ways inteaching and learning English

Methods of investigation: Teacher asked questions to students in grade 3 at

Vinh Thanh Primary School with a point of view to find out their attitudes,evaluation of the matter, and the difficulties they encounter as well as activitiesthey like doing in one lesson [7]

2 CONTENT OF THE STUDY

2.1 Theoretical basis.

Objectives of Primary Education is to provide the learners withopportunities to acquire literacy, numeracy, creativity and communication skills,enjoy learning and develop desire to continue learning Therefore, the teachingand learning of English in primary schools is now concerned and focused by alllevels

In Decision No 2080/QD-TTg, the Government approved and adjusted theProject "Teaching and learning foreign languages in the national educationsystem for the period 2017 - 2025" Accordingly, the project has renewed thegoal of teaching and learning foreign languages in the national education systemand has been implemented at all educational levels, training levels, and capacitybuilding in foreign languages Foreign language education is an effective measure

to improve the competitiveness of human resources in the period of economicintegration, creating a foundation for universalization of general education by

2025 With the spirit and goals that the project offers, we can see the importance

of teaching and learning English today From there, we also see the role ofEnglish teachers at all levels, especially elementary school They are the oneswho help students master vocabulary, grammar structures, and types of exercises,while also searching for age-appropriate methods to help them absorb lessonseffectively [3]

In today's new perspective on teaching, the teacher is not the one whoimparts and crams knowledge, but the one who organizes, controls, and guidesstudents to discover knowledge on their own A comfortable and relaxinglearning atmosphere will be created by letting students learn while playing, letthem learn through pictures, guess the meaning of words, through stories, songs,and group activities Therefore, activities to create students’ interest in Englishlessons is a very necessary and right thing to do, in line with current teachingtrends.[4]

2.2 Real basis

flower Students write their names on it and stick it on the tree trunk From a treetrunk, the tree is now full of leaves and flowers.

Image of a "good score" tree with students' names attached

- Students are always excited to have their names written on the tree Aftereach semester, I summarize the students’ achievements and record their dailyprogress by counting the number of flowers and leaves with their names on the

“good score tree” This measure helps me pay attention to and closely manage thestudents’ learning

* Verbal praise

- Every morning at the beginning of a class, teachers and students are in the mostreceptive state of mind When the teacher enters the classroom, students stand upand greet: "Hello, Teacher!" The teacher will use a gentle smile and friendlyeyes to sweep across the entire classroom, creating psychological emotions,helping students feel comfortable starting the class

- When students actively participate in speaking and doing well in their exercises,the teacher will have words to classify the students Help them be confident withtheir answers From there, they no longer feel afraid every time they make awrong statement Help them feel that they have made a good contribution to thelesson In that way, the teacher has aroused interest in the class, helping themactively speak and do their exercises

- Here are some compliments that are often used in the classroom:

• Keep on trying!

* Compliment with stickers.

- Teachers understand the psychology of primary school students who like

to collect funny and cute images or use animal stickers, stamps with happysmiley faces to praise students Every time students participate in speaking andanswer correctly, they will receive a sticker that they love That sticker will bestuck on their hands, notebooks, school bags or pencil cases Students will bevery happy, proud, and show off to their friends and parents about their collection

of "good study" stickers

Collection of student stickers and stamps.

Therefore, by encouraging and recognizing, students feel encouraged and motivated, thereby enthusiastically competing to speak up in class They actively research and prepare lessons at home to have correct answers In particular, from passive, shy, and hesitant students, now they actively participate in speaking up

to receive compliments or can put their names on the "speaking" tree They feel more confident, more interested, and have more interesting experiences in class Taking students as the center, helping them to promote their own positivity in learning has brought about the best results in teaching

2.4.3.2 Measures to create interest and desire to learn English for students through short English songs.

To make the class more exciting, students can understand, remember andabsorb the lesson more easily, nothing can replace English songs With cheerful,bustling and familiar melodies, students are easily attracted and immersed in theatmosphere of the class right from the first minutes Students can participateactively, communicate through activities in pairs and groups They will activelyacquire knowledge and cooperate with each other when solving problems.Therefore, in the warm-up sections, teachers should choose songs that increasethe classroom atmosphere and create excitement for students

- Songs that I often use in the warm-up section:

flower Students write their names on it and stick it on the tree trunk From a treetrunk, the tree is now full of leaves and flowers.

Image of a "good score" tree with students' names attached

- Students are always excited to have their names written on the tree Aftereach semester, I summarize the students’ achievements and record their dailyprogress by counting the number of flowers and leaves with their names on the

“good score tree” This measure helps me pay attention to and closely manage thestudents’ learning

* Verbal praise

- Every morning at the beginning of a class, teachers and students are in the mostreceptive state of mind When the teacher enters the classroom, students stand upand greet: "Hello, Teacher!" The teacher will use a gentle smile and friendlyeyes to sweep across the entire classroom, creating psychological emotions,helping students feel comfortable starting the class

- When students actively participate in speaking and doing well in their exercises,the teacher will have words to classify the students Help them be confident withtheir answers From there, they no longer feel afraid every time they make awrong statement Help them feel that they have made a good contribution to thelesson In that way, the teacher has aroused interest in the class, helping themactively speak and do their exercises

- Here are some compliments that are often used in the classroom:

Faced with the above situation, I personally feel it is necessary to innovateteaching methods, in accordance with the psychology of students' ages andcurrent educational goals, not to let students learn in a boring way Organizeactivities for children to learn and play, talk, exchange and discuss with teachersand other friends, organize games, tell stories by pictures, and find out newthings Besides, the 3rd graders of Vinh Thanh Primary School were also familiarwith the group or pair work model, some interesting learning activities in othersubjects, so they understood the method and effectiveness of activities to createtheir interest in learning English [8]

Because of understanding psychology, educational trends and theeffectiveness of creating students’ interest in learning English, I have boldlyapplied the topic to my teaching activities

2.3 Learning situation before applying the teaching experience initiative.

In the school year 2024-2025, I was assigned to teach English forstudents in grade 3 in Vinh Thanh Primary school Through the results of the firstterm assessment test as well as observing learning attitude of the students inEnglish subject and especially in class 3B, I myself realized that the old method

of teaching and learning is not suitable and effective any more The teachers justread and list all the new words on the board and then let students repeat severaltimes This form of teaching and learning language makes students bored, onlysome students understand the lesson, the rest remember mechanically and forgetquickly This is what leads to low students’ language competence The learningresults and attitudes of the students before I applied the teaching initiative areshown in detail in the following table:

Survey

time Class

Number of students

Learning Attitude Learning Quality Like

learning English, be confident

Don’t like learning English,

no be confident

Understand the lesson quickly and perform the tasks well

Understand the lesson and

do some parts

of the requirement

Don’t understand the lesson and cannot

do the tasks.

7 (21,2%)

18 (54,6 %)

8 (24,2%)

requirements In the lessons, mainly students carry out the learning activities, theteacher is only the guide But in order to have a truly vibrant class, flexiblyinteresting activities, and good results, before that, when preparing lesson plansand preparing lessons before going to class, teachers have to spend a lot of effortand time

Teachers need to clearly define lesson objectives, plan interestingactivities, prepare learning materials (pictures, worksheets, slide shows, etc.) to

be able to organize and mentor students, helping students to be excited,enthusiastic about exploring and debating Teachers must have extensiveprofessional qualifications, good pedagogical qualifications, love for theirprofession and patience to be able to organize such learning activities [1]

Personally, through the time of teaching, observing, learning fromcolleagues, as well as participating in professional training sessions on teachingmethods, studying related documents, I have learned a number of organizationalskills in order to organize and create activities to interest students in grade 3 asfollows:

2.4.3.1 Praise and recognition help students become more interested in the learning process.

In my opinion, this is the most optimal measure, in activities and in classhours, regularly use compliments, especially for weak students, the teacher'scompliments, the recognition of the efforts, the learning achievements of studentsare a great source of encouragement, helping them to be excited, more interested

in learning and attracted to the lecture By doing this, I have stimulated thepotential in students about the lesson they are learning and also initiated a series

of changes in students about the benefits of learning Especially for students wholike to be complimented and encouraged, that will be the motivation to motivatethem to try harder in their studies Below are some small measures to praise andrecognize students' efforts:

* Record student progress on the “good points” tree.

- Creating an environment and opportunities for students to interact isextremely important in building students' confidence in communication.Therefore, we have created a very close and friendly learning environment in theclassroom to help students express their creativity in learning

- We have designed a tree trunk with many branches without leaves andflowers Each class, students who participate in speaking will receive a leaf or a

From that situation, I have been looking for ways to help students learnmore excitedly and achieve better results Therefore, I have actively applied thefollow measures in my teaching process.

2.4 Contents and forms of solution

2.4.1 The goals of the solution.

The solutions and measures outlined in the experience initiative helpteachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of thelesson, improve students’ interest in learning English at the beginning of eachleson, help and complement each other in the learning process, and know how toapply the lesson to some simple communication situations in life

2.4.2 Contents and methods of taking measures

2.4.2.1 Identify the importance of creating interest in learning English.

Arcording to me, creating interest in learning English for primary school students

is one of the most important factors, Along with the need to innovate teachingmethods at all levels to improve the quality of education today, teaching English

to primary school students also needs to have stronger innovations to promote thepositivity, initiative and creativity of learners, considering students as the subject

of the teaching and learning process and teachers as the organizers, guides andadjusters of students' learning activities Based on the experience of teachingEnglish to primary school students in recent years, we have found that the bestlearning method for students at this age is to learn the language throughinteractive activities (games, songs, role-playing, storytelling, puzzles,drawing ) To provide some solutions that I have and will continue to apply tohelp change the atmosphere in English lessons, make the lessons easier tounderstand, help students remember and absorb knowledge deeply [6]

2.4.2.2 Teaching and learning process to create interest in learning English for grade 3 students.

From that situation, I have been looking for ways to help students learnmore excitedly and achieve better results Therefore, I have actively applied thefollow measures in my teaching process.

2.4 Contents and forms of solution

2.4.1 The goals of the solution.

The solutions and measures outlined in the experience initiative helpteachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of thelesson, improve students’ interest in learning English at the beginning of eachleson, help and complement each other in the learning process, and know how toapply the lesson to some simple communication situations in life

2.4.2 Contents and methods of taking measures

2.4.2.1 Identify the importance of creating interest in learning English.

Arcording to me, creating interest in learning English for primary school students

is one of the most important factors, Along with the need to innovate teachingmethods at all levels to improve the quality of education today, teaching English

to primary school students also needs to have stronger innovations to promote thepositivity, initiative and creativity of learners, considering students as the subject

of the teaching and learning process and teachers as the organizers, guides andadjusters of students' learning activities Based on the experience of teachingEnglish to primary school students in recent years, we have found that the bestlearning method for students at this age is to learn the language throughinteractive activities (games, songs, role-playing, storytelling, puzzles,drawing ) To provide some solutions that I have and will continue to apply tohelp change the atmosphere in English lessons, make the lessons easier tounderstand, help students remember and absorb knowledge deeply [6]

2.4.2.2 Teaching and learning process to create interest in learning English for grade 3 students.

requirements In the lessons, mainly students carry out the learning activities, theteacher is only the guide But in order to have a truly vibrant class, flexiblyinteresting activities, and good results, before that, when preparing lesson plansand preparing lessons before going to class, teachers have to spend a lot of effortand time

Teachers need to clearly define lesson objectives, plan interestingactivities, prepare learning materials (pictures, worksheets, slide shows, etc.) to

be able to organize and mentor students, helping students to be excited,enthusiastic about exploring and debating Teachers must have extensiveprofessional qualifications, good pedagogical qualifications, love for theirprofession and patience to be able to organize such learning activities [1]

Personally, through the time of teaching, observing, learning fromcolleagues, as well as participating in professional training sessions on teachingmethods, studying related documents, I have learned a number of organizationalskills in order to organize and create activities to interest students in grade 3 asfollows:

2.4.3.1 Praise and recognition help students become more interested in the learning process.

In my opinion, this is the most optimal measure, in activities and in classhours, regularly use compliments, especially for weak students, the teacher'scompliments, the recognition of the efforts, the learning achievements of studentsare a great source of encouragement, helping them to be excited, more interested

in learning and attracted to the lecture By doing this, I have stimulated thepotential in students about the lesson they are learning and also initiated a series

of changes in students about the benefits of learning Especially for students wholike to be complimented and encouraged, that will be the motivation to motivatethem to try harder in their studies Below are some small measures to praise andrecognize students' efforts:

* Record student progress on the “good points” tree.

- Creating an environment and opportunities for students to interact isextremely important in building students' confidence in communication.Therefore, we have created a very close and friendly learning environment in theclassroom to help students express their creativity in learning

- We have designed a tree trunk with many branches without leaves andflowers Each class, students who participate in speaking will receive a leaf or a

requirements In the lessons, mainly students carry out the learning activities, theteacher is only the guide But in order to have a truly vibrant class, flexiblyinteresting activities, and good results, before that, when preparing lesson plansand preparing lessons before going to class, teachers have to spend a lot of effortand time

Teachers need to clearly define lesson objectives, plan interestingactivities, prepare learning materials (pictures, worksheets, slide shows, etc.) to

be able to organize and mentor students, helping students to be excited,enthusiastic about exploring and debating Teachers must have extensiveprofessional qualifications, good pedagogical qualifications, love for theirprofession and patience to be able to organize such learning activities [1]

Personally, through the time of teaching, observing, learning fromcolleagues, as well as participating in professional training sessions on teachingmethods, studying related documents, I have learned a number of organizationalskills in order to organize and create activities to interest students in grade 3 asfollows:

2.4.3.1 Praise and recognition help students become more interested in the learning process.

In my opinion, this is the most optimal measure, in activities and in classhours, regularly use compliments, especially for weak students, the teacher'scompliments, the recognition of the efforts, the learning achievements of studentsare a great source of encouragement, helping them to be excited, more interested

in learning and attracted to the lecture By doing this, I have stimulated thepotential in students about the lesson they are learning and also initiated a series

of changes in students about the benefits of learning Especially for students wholike to be complimented and encouraged, that will be the motivation to motivatethem to try harder in their studies Below are some small measures to praise andrecognize students' efforts:

* Record student progress on the “good points” tree.

- Creating an environment and opportunities for students to interact isextremely important in building students' confidence in communication.Therefore, we have created a very close and friendly learning environment in theclassroom to help students express their creativity in learning

- We have designed a tree trunk with many branches without leaves andflowers Each class, students who participate in speaking will receive a leaf or a

From that situation, I have been looking for ways to help students learnmore excitedly and achieve better results Therefore, I have actively applied thefollow measures in my teaching process.

2.4 Contents and forms of solution

2.4.1 The goals of the solution.

The solutions and measures outlined in the experience initiative helpteachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of thelesson, improve students’ interest in learning English at the beginning of eachleson, help and complement each other in the learning process, and know how toapply the lesson to some simple communication situations in life

2.4.2 Contents and methods of taking measures

2.4.2.1 Identify the importance of creating interest in learning English.

Arcording to me, creating interest in learning English for primary school students

is one of the most important factors, Along with the need to innovate teachingmethods at all levels to improve the quality of education today, teaching English

to primary school students also needs to have stronger innovations to promote thepositivity, initiative and creativity of learners, considering students as the subject

of the teaching and learning process and teachers as the organizers, guides andadjusters of students' learning activities Based on the experience of teachingEnglish to primary school students in recent years, we have found that the bestlearning method for students at this age is to learn the language throughinteractive activities (games, songs, role-playing, storytelling, puzzles,drawing ) To provide some solutions that I have and will continue to apply tohelp change the atmosphere in English lessons, make the lessons easier tounderstand, help students remember and absorb knowledge deeply [6]

2.4.2.2 Teaching and learning process to create interest in learning English for grade 3 students.

• Keep on trying!

* Compliment with stickers.

- Teachers understand the psychology of primary school students who like

to collect funny and cute images or use animal stickers, stamps with happysmiley faces to praise students Every time students participate in speaking andanswer correctly, they will receive a sticker that they love That sticker will bestuck on their hands, notebooks, school bags or pencil cases Students will bevery happy, proud, and show off to their friends and parents about their collection

of "good study" stickers

Collection of student stickers and stamps.

Therefore, by encouraging and recognizing, students feel encouraged and motivated, thereby enthusiastically competing to speak up in class They actively research and prepare lessons at home to have correct answers In particular, from passive, shy, and hesitant students, now they actively participate in speaking up

to receive compliments or can put their names on the "speaking" tree They feel more confident, more interested, and have more interesting experiences in class Taking students as the center, helping them to promote their own positivity in learning has brought about the best results in teaching

2.4.3.2 Measures to create interest and desire to learn English for students through short English songs.

To make the class more exciting, students can understand, remember andabsorb the lesson more easily, nothing can replace English songs With cheerful,bustling and familiar melodies, students are easily attracted and immersed in theatmosphere of the class right from the first minutes Students can participateactively, communicate through activities in pairs and groups They will activelyacquire knowledge and cooperate with each other when solving problems.Therefore, in the warm-up sections, teachers should choose songs that increasethe classroom atmosphere and create excitement for students

- Songs that I often use in the warm-up section:

Faced with the above situation, I personally feel it is necessary to innovateteaching methods, in accordance with the psychology of students' ages andcurrent educational goals, not to let students learn in a boring way Organizeactivities for children to learn and play, talk, exchange and discuss with teachersand other friends, organize games, tell stories by pictures, and find out newthings Besides, the 3rd graders of Vinh Thanh Primary School were also familiarwith the group or pair work model, some interesting learning activities in othersubjects, so they understood the method and effectiveness of activities to createtheir interest in learning English [8]

Because of understanding psychology, educational trends and theeffectiveness of creating students’ interest in learning English, I have boldlyapplied the topic to my teaching activities

2.3 Learning situation before applying the teaching experience initiative.

In the school year 2024-2025, I was assigned to teach English forstudents in grade 3 in Vinh Thanh Primary school Through the results of the firstterm assessment test as well as observing learning attitude of the students inEnglish subject and especially in class 3B, I myself realized that the old method

of teaching and learning is not suitable and effective any more The teachers justread and list all the new words on the board and then let students repeat severaltimes This form of teaching and learning language makes students bored, onlysome students understand the lesson, the rest remember mechanically and forgetquickly This is what leads to low students’ language competence The learningresults and attitudes of the students before I applied the teaching initiative areshown in detail in the following table:

Survey

time Class

Number of students

Learning Attitude Learning Quality Like

learning English, be confident

Don’t like learning English,

no be confident

Understand the lesson quickly and perform the tasks well

Understand the lesson and

do some parts

of the requirement

Don’t understand the lesson and cannot

do the tasks.

7 (21,2%)

18 (54,6 %)

8 (24,2%)

• Keep on trying!

* Compliment with stickers.

- Teachers understand the psychology of primary school students who like

to collect funny and cute images or use animal stickers, stamps with happysmiley faces to praise students Every time students participate in speaking andanswer correctly, they will receive a sticker that they love That sticker will bestuck on their hands, notebooks, school bags or pencil cases Students will bevery happy, proud, and show off to their friends and parents about their collection

of "good study" stickers

Collection of student stickers and stamps.

Therefore, by encouraging and recognizing, students feel encouraged and motivated, thereby enthusiastically competing to speak up in class They actively research and prepare lessons at home to have correct answers In particular, from passive, shy, and hesitant students, now they actively participate in speaking up

to receive compliments or can put their names on the "speaking" tree They feel more confident, more interested, and have more interesting experiences in class Taking students as the center, helping them to promote their own positivity in learning has brought about the best results in teaching

2.4.3.2 Measures to create interest and desire to learn English for students through short English songs.

To make the class more exciting, students can understand, remember andabsorb the lesson more easily, nothing can replace English songs With cheerful,bustling and familiar melodies, students are easily attracted and immersed in theatmosphere of the class right from the first minutes Students can participateactively, communicate through activities in pairs and groups They will activelyacquire knowledge and cooperate with each other when solving problems.Therefore, in the warm-up sections, teachers should choose songs that increasethe classroom atmosphere and create excitement for students

- Songs that I often use in the warm-up section:

• Keep on trying!

* Compliment with stickers.

- Teachers understand the psychology of primary school students who like

to collect funny and cute images or use animal stickers, stamps with happysmiley faces to praise students Every time students participate in speaking andanswer correctly, they will receive a sticker that they love That sticker will bestuck on their hands, notebooks, school bags or pencil cases Students will bevery happy, proud, and show off to their friends and parents about their collection

of "good study" stickers

Collection of student stickers and stamps.

Therefore, by encouraging and recognizing, students feel encouraged and motivated, thereby enthusiastically competing to speak up in class They actively research and prepare lessons at home to have correct answers In particular, from passive, shy, and hesitant students, now they actively participate in speaking up

to receive compliments or can put their names on the "speaking" tree They feel more confident, more interested, and have more interesting experiences in class Taking students as the center, helping them to promote their own positivity in learning has brought about the best results in teaching

2.4.3.2 Measures to create interest and desire to learn English for students through short English songs.

To make the class more exciting, students can understand, remember andabsorb the lesson more easily, nothing can replace English songs With cheerful,bustling and familiar melodies, students are easily attracted and immersed in theatmosphere of the class right from the first minutes Students can participateactively, communicate through activities in pairs and groups They will activelyacquire knowledge and cooperate with each other when solving problems.Therefore, in the warm-up sections, teachers should choose songs that increasethe classroom atmosphere and create excitement for students

- Songs that I often use in the warm-up section:

Depending on the content of each lesson and the requirements of eachsection, the teacher chooses the appropriate activities forms When organizingteaching and learning activities, the following steps should be followed:

- create class atmostphere suits to the content of the lesson,

- choose lesson activities suits to each students and their abilities

- suggestive and exciting at the beginning of the lesson

- teachers assign tasks to perform easily and excitedly

- observe, monitor and help students when necessary

- teachers comment, finalize the knowledge, and praise and encourage thechildren for the next activities

The comment criteria should be appropriate to the psychology of thestudents' age, should be encouraged, not disparaged, or prejudiced Thus, thechildren will have confidence and interest in the next activities With the goal ofteaching in a communicative way, after learning, students can apply it to simpleeveryday communication situations In the learning process, students activelyexplore knowledge and carry out learning activities Each teacher will find forthemselves the appropriate teaching methods in each part of the lesson, how tomake the ultimate goal is that students feel excited, happy to cooperate, grasp thelesson and apply the knowledge

In addition, in order to work effectively, students study excitedly, rightfrom the first lesson, I have developed some principles for students, specifically:Principle 1: Know how to listen,

Principle 2: Know how to support, share, work together,

Principle 3: Be responsible,

Principle 4: There is mutual understanding and respect,

Principle 5: A serious and persuasive working attitude.[6]

In short, the teacher should follow that organizational process and theprinciples as stated above when teaching and creating interest in learning forstudents in grade 3 in order to make the lesson the most effective and tudents feelcomfortable and easily absorb the lesson

2.4.3 Measures of teaching organization to create interest in learning for primary school students.

In the active teaching process, the teacher no longer plays the role ofmerely a transmitter of knowledge, the teacher becomes the designer, organizer,and guide of learning activities so that students can master the learning content ontheir own, actively achieve knowledge, skills, and attitudes according to subject

Currently, the Ministry of Education and Training is interested incompiling books to suit the psychology of primary school students, so the new set

of textbooks has rich content and beautiful images Every year, the Department ofEducation and Training regularly organizes seminars and training sessions onexpertise and teaching methods to learn, discuss, and find out the most effectivesolutions to apply in the teaching process The team of teachers is increasinglyrejuvenated, always curious, creative, enthusiastic, learning to find the mostsuitable teaching method with the current educational goals [4]

However, besides that, some teachers do not know how to exploit theavailable content, still apply the traditional teaching method, the teacher is thecenter, take a lot of notes, check old lessons by rewriting words Teachers oftenfind ways for students to do the exercises without regard to whether students areinterested or not, and after doing the exercises, students will apply them inpractice or not Therefore, the reality of students is to learn and do the exercises,but in a mandatory manner, complete the task, so as not to be penalized, so whenpracticing actual communication, students cannot do it

In addition, because the time for an English lesson is small and the studyspace is limited, some teachers are still afraid to organize activities for studentsduring class time The main form of teaching is to convey all the content in thetextbook, mainly to form knowledge, with little practice and application ofknowledge For primary school students, they do not have an environment topractice communication skills, so it is not possible to form a habit of talking toeach other in English during and outside of school, even with simple greetingsthat are easy to understand They are also shy and afraid to communicate.Therefore, when the teacher asks a question, only a few students are confidentenough to participate in the answer, the rest feel lack of confidence because theydid not know how to pronounce the word, not sure of their answer

When checking old lessons, instead of using communication methods betweenteachers and students, teachers ask students to memorize new words and writethem on the board This makes teachers and students feel bored, leading to lowquality of teaching Teaching focuses on new words, grammar structures, andwriting skills without paying attention to the communicative approach, so theteaching process and traditional teaching methods are no longer suitable withcurrent trends, especially with elementary school students [5]

From that situation, I have been looking for ways to help students learnmore excitedly and achieve better results Therefore, I have actively applied thefollow measures in my teaching process.

2.4 Contents and forms of solution

2.4.1 The goals of the solution.

The solutions and measures outlined in the experience initiative helpteachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of thelesson, improve students’ interest in learning English at the beginning of eachleson, help and complement each other in the learning process, and know how toapply the lesson to some simple communication situations in life

2.4.2 Contents and methods of taking measures

2.4.2.1 Identify the importance of creating interest in learning English.

Arcording to me, creating interest in learning English for primary school students

is one of the most important factors, Along with the need to innovate teachingmethods at all levels to improve the quality of education today, teaching English

to primary school students also needs to have stronger innovations to promote thepositivity, initiative and creativity of learners, considering students as the subject

of the teaching and learning process and teachers as the organizers, guides andadjusters of students' learning activities Based on the experience of teachingEnglish to primary school students in recent years, we have found that the bestlearning method for students at this age is to learn the language throughinteractive activities (games, songs, role-playing, storytelling, puzzles,drawing ) To provide some solutions that I have and will continue to apply tohelp change the atmosphere in English lessons, make the lessons easier tounderstand, help students remember and absorb knowledge deeply [6]

2.4.2.2 Teaching and learning process to create interest in learning English for grade 3 students.

From that situation, I have been looking for ways to help students learnmore excitedly and achieve better results Therefore, I have actively applied thefollow measures in my teaching process.

2.4 Contents and forms of solution

2.4.1 The goals of the solution.

The solutions and measures outlined in the experience initiative helpteachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of thelesson, improve students’ interest in learning English at the beginning of eachleson, help and complement each other in the learning process, and know how toapply the lesson to some simple communication situations in life

2.4.2 Contents and methods of taking measures

2.4.2.1 Identify the importance of creating interest in learning English.

Arcording to me, creating interest in learning English for primary school students

is one of the most important factors, Along with the need to innovate teachingmethods at all levels to improve the quality of education today, teaching English

to primary school students also needs to have stronger innovations to promote thepositivity, initiative and creativity of learners, considering students as the subject

of the teaching and learning process and teachers as the organizers, guides andadjusters of students' learning activities Based on the experience of teachingEnglish to primary school students in recent years, we have found that the bestlearning method for students at this age is to learn the language throughinteractive activities (games, songs, role-playing, storytelling, puzzles,drawing ) To provide some solutions that I have and will continue to apply tohelp change the atmosphere in English lessons, make the lessons easier tounderstand, help students remember and absorb knowledge deeply [6]

2.4.2.2 Teaching and learning process to create interest in learning English for grade 3 students.

requirements In the lessons, mainly students carry out the learning activities, theteacher is only the guide But in order to have a truly vibrant class, flexiblyinteresting activities, and good results, before that, when preparing lesson plansand preparing lessons before going to class, teachers have to spend a lot of effortand time

Teachers need to clearly define lesson objectives, plan interestingactivities, prepare learning materials (pictures, worksheets, slide shows, etc.) to

be able to organize and mentor students, helping students to be excited,enthusiastic about exploring and debating Teachers must have extensiveprofessional qualifications, good pedagogical qualifications, love for theirprofession and patience to be able to organize such learning activities [1]

Personally, through the time of teaching, observing, learning fromcolleagues, as well as participating in professional training sessions on teachingmethods, studying related documents, I have learned a number of organizationalskills in order to organize and create activities to interest students in grade 3 asfollows:

2.4.3.1 Praise and recognition help students become more interested in the learning process.

In my opinion, this is the most optimal measure, in activities and in classhours, regularly use compliments, especially for weak students, the teacher'scompliments, the recognition of the efforts, the learning achievements of studentsare a great source of encouragement, helping them to be excited, more interested

in learning and attracted to the lecture By doing this, I have stimulated thepotential in students about the lesson they are learning and also initiated a series

of changes in students about the benefits of learning Especially for students wholike to be complimented and encouraged, that will be the motivation to motivatethem to try harder in their studies Below are some small measures to praise andrecognize students' efforts:

* Record student progress on the “good points” tree.

- Creating an environment and opportunities for students to interact isextremely important in building students' confidence in communication.Therefore, we have created a very close and friendly learning environment in theclassroom to help students express their creativity in learning

- We have designed a tree trunk with many branches without leaves andflowers Each class, students who participate in speaking will receive a leaf or a

flower Students write their names on it and stick it on the tree trunk From a treetrunk, the tree is now full of leaves and flowers.

Image of a "good score" tree with students' names attached

- Students are always excited to have their names written on the tree Aftereach semester, I summarize the students’ achievements and record their dailyprogress by counting the number of flowers and leaves with their names on the

“good score tree” This measure helps me pay attention to and closely manage thestudents’ learning

* Verbal praise

- Every morning at the beginning of a class, teachers and students are in the mostreceptive state of mind When the teacher enters the classroom, students stand upand greet: "Hello, Teacher!" The teacher will use a gentle smile and friendlyeyes to sweep across the entire classroom, creating psychological emotions,helping students feel comfortable starting the class

- When students actively participate in speaking and doing well in their exercises,the teacher will have words to classify the students Help them be confident withtheir answers From there, they no longer feel afraid every time they make awrong statement Help them feel that they have made a good contribution to thelesson In that way, the teacher has aroused interest in the class, helping themactively speak and do their exercises

- Here are some compliments that are often used in the classroom:

Depending on the content of each lesson and the requirements of eachsection, the teacher chooses the appropriate activities forms When organizingteaching and learning activities, the following steps should be followed:

- create class atmostphere suits to the content of the lesson,

- choose lesson activities suits to each students and their abilities

- suggestive and exciting at the beginning of the lesson

- teachers assign tasks to perform easily and excitedly

- observe, monitor and help students when necessary

- teachers comment, finalize the knowledge, and praise and encourage thechildren for the next activities

The comment criteria should be appropriate to the psychology of thestudents' age, should be encouraged, not disparaged, or prejudiced Thus, thechildren will have confidence and interest in the next activities With the goal ofteaching in a communicative way, after learning, students can apply it to simpleeveryday communication situations In the learning process, students activelyexplore knowledge and carry out learning activities Each teacher will find forthemselves the appropriate teaching methods in each part of the lesson, how tomake the ultimate goal is that students feel excited, happy to cooperate, grasp thelesson and apply the knowledge

In addition, in order to work effectively, students study excitedly, rightfrom the first lesson, I have developed some principles for students, specifically:Principle 1: Know how to listen,

Principle 2: Know how to support, share, work together,

Principle 3: Be responsible,

Principle 4: There is mutual understanding and respect,

Principle 5: A serious and persuasive working attitude.[6]

In short, the teacher should follow that organizational process and theprinciples as stated above when teaching and creating interest in learning forstudents in grade 3 in order to make the lesson the most effective and tudents feelcomfortable and easily absorb the lesson

2.4.3 Measures of teaching organization to create interest in learning for primary school students.

In the active teaching process, the teacher no longer plays the role ofmerely a transmitter of knowledge, the teacher becomes the designer, organizer,and guide of learning activities so that students can master the learning content ontheir own, actively achieve knowledge, skills, and attitudes according to subject

requirements In the lessons, mainly students carry out the learning activities, theteacher is only the guide But in order to have a truly vibrant class, flexiblyinteresting activities, and good results, before that, when preparing lesson plansand preparing lessons before going to class, teachers have to spend a lot of effortand time

Teachers need to clearly define lesson objectives, plan interestingactivities, prepare learning materials (pictures, worksheets, slide shows, etc.) to

be able to organize and mentor students, helping students to be excited,enthusiastic about exploring and debating Teachers must have extensiveprofessional qualifications, good pedagogical qualifications, love for theirprofession and patience to be able to organize such learning activities [1]

Personally, through the time of teaching, observing, learning fromcolleagues, as well as participating in professional training sessions on teachingmethods, studying related documents, I have learned a number of organizationalskills in order to organize and create activities to interest students in grade 3 asfollows:

2.4.3.1 Praise and recognition help students become more interested in the learning process.

In my opinion, this is the most optimal measure, in activities and in classhours, regularly use compliments, especially for weak students, the teacher'scompliments, the recognition of the efforts, the learning achievements of studentsare a great source of encouragement, helping them to be excited, more interested

in learning and attracted to the lecture By doing this, I have stimulated thepotential in students about the lesson they are learning and also initiated a series

of changes in students about the benefits of learning Especially for students wholike to be complimented and encouraged, that will be the motivation to motivatethem to try harder in their studies Below are some small measures to praise andrecognize students' efforts:

* Record student progress on the “good points” tree.

- Creating an environment and opportunities for students to interact isextremely important in building students' confidence in communication.Therefore, we have created a very close and friendly learning environment in theclassroom to help students express their creativity in learning

- We have designed a tree trunk with many branches without leaves andflowers Each class, students who participate in speaking will receive a leaf or a

flower Students write their names on it and stick it on the tree trunk From a treetrunk, the tree is now full of leaves and flowers.

Image of a "good score" tree with students' names attached

- Students are always excited to have their names written on the tree Aftereach semester, I summarize the students’ achievements and record their dailyprogress by counting the number of flowers and leaves with their names on the

“good score tree” This measure helps me pay attention to and closely manage thestudents’ learning

* Verbal praise

- Every morning at the beginning of a class, teachers and students are in the mostreceptive state of mind When the teacher enters the classroom, students stand upand greet: "Hello, Teacher!" The teacher will use a gentle smile and friendlyeyes to sweep across the entire classroom, creating psychological emotions,helping students feel comfortable starting the class

- When students actively participate in speaking and doing well in their exercises,the teacher will have words to classify the students Help them be confident withtheir answers From there, they no longer feel afraid every time they make awrong statement Help them feel that they have made a good contribution to thelesson In that way, the teacher has aroused interest in the class, helping themactively speak and do their exercises

- Here are some compliments that are often used in the classroom:

flower Students write their names on it and stick it on the tree trunk From a treetrunk, the tree is now full of leaves and flowers.

Image of a "good score" tree with students' names attached

- Students are always excited to have their names written on the tree Aftereach semester, I summarize the students’ achievements and record their dailyprogress by counting the number of flowers and leaves with their names on the

“good score tree” This measure helps me pay attention to and closely manage thestudents’ learning

* Verbal praise

- Every morning at the beginning of a class, teachers and students are in the mostreceptive state of mind When the teacher enters the classroom, students stand upand greet: "Hello, Teacher!" The teacher will use a gentle smile and friendlyeyes to sweep across the entire classroom, creating psychological emotions,helping students feel comfortable starting the class

- When students actively participate in speaking and doing well in their exercises,the teacher will have words to classify the students Help them be confident withtheir answers From there, they no longer feel afraid every time they make awrong statement Help them feel that they have made a good contribution to thelesson In that way, the teacher has aroused interest in the class, helping themactively speak and do their exercises

- Here are some compliments that are often used in the classroom:

Currently, the Ministry of Education and Training is interested incompiling books to suit the psychology of primary school students, so the new set

of textbooks has rich content and beautiful images Every year, the Department ofEducation and Training regularly organizes seminars and training sessions onexpertise and teaching methods to learn, discuss, and find out the most effectivesolutions to apply in the teaching process The team of teachers is increasinglyrejuvenated, always curious, creative, enthusiastic, learning to find the mostsuitable teaching method with the current educational goals [4]

However, besides that, some teachers do not know how to exploit theavailable content, still apply the traditional teaching method, the teacher is thecenter, take a lot of notes, check old lessons by rewriting words Teachers oftenfind ways for students to do the exercises without regard to whether students areinterested or not, and after doing the exercises, students will apply them inpractice or not Therefore, the reality of students is to learn and do the exercises,but in a mandatory manner, complete the task, so as not to be penalized, so whenpracticing actual communication, students cannot do it

In addition, because the time for an English lesson is small and the studyspace is limited, some teachers are still afraid to organize activities for studentsduring class time The main form of teaching is to convey all the content in thetextbook, mainly to form knowledge, with little practice and application ofknowledge For primary school students, they do not have an environment topractice communication skills, so it is not possible to form a habit of talking toeach other in English during and outside of school, even with simple greetingsthat are easy to understand They are also shy and afraid to communicate.Therefore, when the teacher asks a question, only a few students are confidentenough to participate in the answer, the rest feel lack of confidence because theydid not know how to pronounce the word, not sure of their answer

When checking old lessons, instead of using communication methods betweenteachers and students, teachers ask students to memorize new words and writethem on the board This makes teachers and students feel bored, leading to lowquality of teaching Teaching focuses on new words, grammar structures, andwriting skills without paying attention to the communicative approach, so theteaching process and traditional teaching methods are no longer suitable withcurrent trends, especially with elementary school students [5]

Currently, the Ministry of Education and Training is interested incompiling books to suit the psychology of primary school students, so the new set

of textbooks has rich content and beautiful images Every year, the Department ofEducation and Training regularly organizes seminars and training sessions onexpertise and teaching methods to learn, discuss, and find out the most effectivesolutions to apply in the teaching process The team of teachers is increasinglyrejuvenated, always curious, creative, enthusiastic, learning to find the mostsuitable teaching method with the current educational goals [4]

However, besides that, some teachers do not know how to exploit theavailable content, still apply the traditional teaching method, the teacher is thecenter, take a lot of notes, check old lessons by rewriting words Teachers oftenfind ways for students to do the exercises without regard to whether students areinterested or not, and after doing the exercises, students will apply them inpractice or not Therefore, the reality of students is to learn and do the exercises,but in a mandatory manner, complete the task, so as not to be penalized, so whenpracticing actual communication, students cannot do it

In addition, because the time for an English lesson is small and the studyspace is limited, some teachers are still afraid to organize activities for studentsduring class time The main form of teaching is to convey all the content in thetextbook, mainly to form knowledge, with little practice and application ofknowledge For primary school students, they do not have an environment topractice communication skills, so it is not possible to form a habit of talking toeach other in English during and outside of school, even with simple greetingsthat are easy to understand They are also shy and afraid to communicate.Therefore, when the teacher asks a question, only a few students are confidentenough to participate in the answer, the rest feel lack of confidence because theydid not know how to pronounce the word, not sure of their answer

When checking old lessons, instead of using communication methods betweenteachers and students, teachers ask students to memorize new words and writethem on the board This makes teachers and students feel bored, leading to lowquality of teaching Teaching focuses on new words, grammar structures, andwriting skills without paying attention to the communicative approach, so theteaching process and traditional teaching methods are no longer suitable withcurrent trends, especially with elementary school students [5]

Faced with the above situation, I personally feel it is necessary to innovateteaching methods, in accordance with the psychology of students' ages andcurrent educational goals, not to let students learn in a boring way Organizeactivities for children to learn and play, talk, exchange and discuss with teachersand other friends, organize games, tell stories by pictures, and find out newthings Besides, the 3rd graders of Vinh Thanh Primary School were also familiarwith the group or pair work model, some interesting learning activities in othersubjects, so they understood the method and effectiveness of activities to createtheir interest in learning English [8]

Because of understanding psychology, educational trends and theeffectiveness of creating students’ interest in learning English, I have boldlyapplied the topic to my teaching activities

2.3 Learning situation before applying the teaching experience initiative.

In the school year 2024-2025, I was assigned to teach English forstudents in grade 3 in Vinh Thanh Primary school Through the results of the firstterm assessment test as well as observing learning attitude of the students inEnglish subject and especially in class 3B, I myself realized that the old method

of teaching and learning is not suitable and effective any more The teachers justread and list all the new words on the board and then let students repeat severaltimes This form of teaching and learning language makes students bored, onlysome students understand the lesson, the rest remember mechanically and forgetquickly This is what leads to low students’ language competence The learningresults and attitudes of the students before I applied the teaching initiative areshown in detail in the following table:

Survey

time Class

Number of students

Learning Attitude Learning Quality Like

learning English, be confident

Don’t like learning English,

no be confident

Understand the lesson quickly and perform the tasks well

Understand the lesson and

do some parts

of the requirement

Don’t understand the lesson and cannot

do the tasks.

7 (21,2%)

18 (54,6 %)

8 (24,2%)

Currently, the Ministry of Education and Training is interested incompiling books to suit the psychology of primary school students, so the new set

of textbooks has rich content and beautiful images Every year, the Department ofEducation and Training regularly organizes seminars and training sessions onexpertise and teaching methods to learn, discuss, and find out the most effectivesolutions to apply in the teaching process The team of teachers is increasinglyrejuvenated, always curious, creative, enthusiastic, learning to find the mostsuitable teaching method with the current educational goals [4]

However, besides that, some teachers do not know how to exploit theavailable content, still apply the traditional teaching method, the teacher is thecenter, take a lot of notes, check old lessons by rewriting words Teachers oftenfind ways for students to do the exercises without regard to whether students areinterested or not, and after doing the exercises, students will apply them inpractice or not Therefore, the reality of students is to learn and do the exercises,but in a mandatory manner, complete the task, so as not to be penalized, so whenpracticing actual communication, students cannot do it

In addition, because the time for an English lesson is small and the studyspace is limited, some teachers are still afraid to organize activities for studentsduring class time The main form of teaching is to convey all the content in thetextbook, mainly to form knowledge, with little practice and application ofknowledge For primary school students, they do not have an environment topractice communication skills, so it is not possible to form a habit of talking toeach other in English during and outside of school, even with simple greetingsthat are easy to understand They are also shy and afraid to communicate.Therefore, when the teacher asks a question, only a few students are confidentenough to participate in the answer, the rest feel lack of confidence because theydid not know how to pronounce the word, not sure of their answer

When checking old lessons, instead of using communication methods betweenteachers and students, teachers ask students to memorize new words and writethem on the board This makes teachers and students feel bored, leading to lowquality of teaching Teaching focuses on new words, grammar structures, andwriting skills without paying attention to the communicative approach, so theteaching process and traditional teaching methods are no longer suitable withcurrent trends, especially with elementary school students [5]

Depending on the content of each lesson and the requirements of eachsection, the teacher chooses the appropriate activities forms When organizingteaching and learning activities, the following steps should be followed:

- create class atmostphere suits to the content of the lesson,

- choose lesson activities suits to each students and their abilities

- suggestive and exciting at the beginning of the lesson

- teachers assign tasks to perform easily and excitedly

- observe, monitor and help students when necessary

- teachers comment, finalize the knowledge, and praise and encourage thechildren for the next activities

The comment criteria should be appropriate to the psychology of thestudents' age, should be encouraged, not disparaged, or prejudiced Thus, thechildren will have confidence and interest in the next activities With the goal ofteaching in a communicative way, after learning, students can apply it to simpleeveryday communication situations In the learning process, students activelyexplore knowledge and carry out learning activities Each teacher will find forthemselves the appropriate teaching methods in each part of the lesson, how tomake the ultimate goal is that students feel excited, happy to cooperate, grasp thelesson and apply the knowledge

In addition, in order to work effectively, students study excitedly, rightfrom the first lesson, I have developed some principles for students, specifically:Principle 1: Know how to listen,

Principle 2: Know how to support, share, work together,

Principle 3: Be responsible,

Principle 4: There is mutual understanding and respect,

Principle 5: A serious and persuasive working attitude.[6]

In short, the teacher should follow that organizational process and theprinciples as stated above when teaching and creating interest in learning forstudents in grade 3 in order to make the lesson the most effective and tudents feelcomfortable and easily absorb the lesson

2.4.3 Measures of teaching organization to create interest in learning for primary school students.

In the active teaching process, the teacher no longer plays the role ofmerely a transmitter of knowledge, the teacher becomes the designer, organizer,and guide of learning activities so that students can master the learning content ontheir own, actively achieve knowledge, skills, and attitudes according to subject

Faced with the above situation, I personally feel it is necessary to innovateteaching methods, in accordance with the psychology of students' ages andcurrent educational goals, not to let students learn in a boring way Organizeactivities for children to learn and play, talk, exchange and discuss with teachersand other friends, organize games, tell stories by pictures, and find out newthings Besides, the 3rd graders of Vinh Thanh Primary School were also familiarwith the group or pair work model, some interesting learning activities in othersubjects, so they understood the method and effectiveness of activities to createtheir interest in learning English [8]

Because of understanding psychology, educational trends and theeffectiveness of creating students’ interest in learning English, I have boldlyapplied the topic to my teaching activities

2.3 Learning situation before applying the teaching experience initiative.

In the school year 2024-2025, I was assigned to teach English forstudents in grade 3 in Vinh Thanh Primary school Through the results of the firstterm assessment test as well as observing learning attitude of the students inEnglish subject and especially in class 3B, I myself realized that the old method

of teaching and learning is not suitable and effective any more The teachers justread and list all the new words on the board and then let students repeat severaltimes This form of teaching and learning language makes students bored, onlysome students understand the lesson, the rest remember mechanically and forgetquickly This is what leads to low students’ language competence The learningresults and attitudes of the students before I applied the teaching initiative areshown in detail in the following table:

Survey

time Class

Number of students

Learning Attitude Learning Quality Like

learning English, be confident

Don’t like learning English,

no be confident

Understand the lesson quickly and perform the tasks well

Understand the lesson and

do some parts

of the requirement

Don’t understand the lesson and cannot

do the tasks.

7 (21,2%)

18 (54,6 %)

8 (24,2%)

From that situation, I have been looking for ways to help students learnmore excitedly and achieve better results Therefore, I have actively applied thefollow measures in my teaching process.

2.4 Contents and forms of solution

2.4.1 The goals of the solution.

The solutions and measures outlined in the experience initiative helpteachers and students become more interested in teaching and learning English

At the same time, it helps them understand the knowledge and content of thelesson, improve students’ interest in learning English at the beginning of eachleson, help and complement each other in the learning process, and know how toapply the lesson to some simple communication situations in life

2.4.2 Contents and methods of taking measures

2.4.2.1 Identify the importance of creating interest in learning English.

Arcording to me, creating interest in learning English for primary school students

is one of the most important factors, Along with the need to innovate teachingmethods at all levels to improve the quality of education today, teaching English

to primary school students also needs to have stronger innovations to promote thepositivity, initiative and creativity of learners, considering students as the subject

of the teaching and learning process and teachers as the organizers, guides andadjusters of students' learning activities Based on the experience of teachingEnglish to primary school students in recent years, we have found that the bestlearning method for students at this age is to learn the language throughinteractive activities (games, songs, role-playing, storytelling, puzzles,drawing ) To provide some solutions that I have and will continue to apply tohelp change the atmosphere in English lessons, make the lessons easier tounderstand, help students remember and absorb knowledge deeply [6]

2.4.2.2 Teaching and learning process to create interest in learning English for grade 3 students.

• Keep on trying!

* Compliment with stickers.

- Teachers understand the psychology of primary school students who like

to collect funny and cute images or use animal stickers, stamps with happysmiley faces to praise students Every time students participate in speaking andanswer correctly, they will receive a sticker that they love That sticker will bestuck on their hands, notebooks, school bags or pencil cases Students will bevery happy, proud, and show off to their friends and parents about their collection

of "good study" stickers

Collection of student stickers and stamps.

Therefore, by encouraging and recognizing, students feel encouraged and motivated, thereby enthusiastically competing to speak up in class They actively research and prepare lessons at home to have correct answers In particular, from passive, shy, and hesitant students, now they actively participate in speaking up

to receive compliments or can put their names on the "speaking" tree They feel more confident, more interested, and have more interesting experiences in class Taking students as the center, helping them to promote their own positivity in learning has brought about the best results in teaching

2.4.3.2 Measures to create interest and desire to learn English for students through short English songs.

To make the class more exciting, students can understand, remember andabsorb the lesson more easily, nothing can replace English songs With cheerful,bustling and familiar melodies, students are easily attracted and immersed in theatmosphere of the class right from the first minutes Students can participateactively, communicate through activities in pairs and groups They will activelyacquire knowledge and cooperate with each other when solving problems.Therefore, in the warm-up sections, teachers should choose songs that increasethe classroom atmosphere and create excitement for students

- Songs that I often use in the warm-up section:

flower Students write their names on it and stick it on the tree trunk From a treetrunk, the tree is now full of leaves and flowers.

Image of a "good score" tree with students' names attached

- Students are always excited to have their names written on the tree Aftereach semester, I summarize the students’ achievements and record their dailyprogress by counting the number of flowers and leaves with their names on the

“good score tree” This measure helps me pay attention to and closely manage thestudents’ learning

* Verbal praise

- Every morning at the beginning of a class, teachers and students are in the mostreceptive state of mind When the teacher enters the classroom, students stand upand greet: "Hello, Teacher!" The teacher will use a gentle smile and friendlyeyes to sweep across the entire classroom, creating psychological emotions,helping students feel comfortable starting the class

- When students actively participate in speaking and doing well in their exercises,the teacher will have words to classify the students Help them be confident withtheir answers From there, they no longer feel afraid every time they make awrong statement Help them feel that they have made a good contribution to thelesson In that way, the teacher has aroused interest in the class, helping themactively speak and do their exercises

- Here are some compliments that are often used in the classroom:

Currently, the Ministry of Education and Training is interested incompiling books to suit the psychology of primary school students, so the new set

of textbooks has rich content and beautiful images Every year, the Department ofEducation and Training regularly organizes seminars and training sessions onexpertise and teaching methods to learn, discuss, and find out the most effectivesolutions to apply in the teaching process The team of teachers is increasinglyrejuvenated, always curious, creative, enthusiastic, learning to find the mostsuitable teaching method with the current educational goals [4]

However, besides that, some teachers do not know how to exploit theavailable content, still apply the traditional teaching method, the teacher is thecenter, take a lot of notes, check old lessons by rewriting words Teachers oftenfind ways for students to do the exercises without regard to whether students areinterested or not, and after doing the exercises, students will apply them inpractice or not Therefore, the reality of students is to learn and do the exercises,but in a mandatory manner, complete the task, so as not to be penalized, so whenpracticing actual communication, students cannot do it

In addition, because the time for an English lesson is small and the studyspace is limited, some teachers are still afraid to organize activities for studentsduring class time The main form of teaching is to convey all the content in thetextbook, mainly to form knowledge, with little practice and application ofknowledge For primary school students, they do not have an environment topractice communication skills, so it is not possible to form a habit of talking toeach other in English during and outside of school, even with simple greetingsthat are easy to understand They are also shy and afraid to communicate.Therefore, when the teacher asks a question, only a few students are confidentenough to participate in the answer, the rest feel lack of confidence because theydid not know how to pronounce the word, not sure of their answer

When checking old lessons, instead of using communication methods betweenteachers and students, teachers ask students to memorize new words and writethem on the board This makes teachers and students feel bored, leading to lowquality of teaching Teaching focuses on new words, grammar structures, andwriting skills without paying attention to the communicative approach, so theteaching process and traditional teaching methods are no longer suitable withcurrent trends, especially with elementary school students [5]